Exploring the design and perceived benefit of sustainable solutions
Journal of Engineering Design
V ol.20,No.6,December2009,543–554
Exploring the design and perceived bene?t of sustainable
solutions:a review
Fiona Jayne Samantha Coley a*and Mark Lemon b
a Department of Sustainable Systems,Cran?eld University,Bedfordshire MK430AL,UK;
b The Institute of Energy and Sustainable Development,Queens Building,De Montfort University,The Gateway,Leicester,
LE19BH,United Kingdom
(Received15October2007;?nal version received20February2008)
The demand for more innovative solutions to meet progressively complex consumer requirements is increas-
ingly at the forefront of design practice and research.Coinciding with this is the stipulation for more
environmentally,socially and economically sustainable services.Although many approaches towards the
design of more systemic and sustainable solutions exist,the terminology to describe them is manifold.
Subsequently,confusion surrounding the cross-disciplinary process that stakeholders are required to fol-
low is increasingly apparent.This paper presents a critical review of multiple-design approaches from
the perspective of the stakeholders involved and identi?es a set of attributes that are common to them.
It is concluded that stakeholders could substantially bene?t from a supportive framework of common
characteristics to enable the integrative design of more systemic and sustainable solutions.
Keywords:design research;design;sustainability;PSS
1.Introduction
As contemporary society is changing both rapidly and profoundly,so is the demand for new products and services.Incremental changes to current designs are no longer enough for modern-day living and so it seems that radical,innovative step changes are required to ful?l increasing consumer needs.Coinciding with this revelation is the growing concern for the state of the environment,particularly the continued or improved sustainability of our society.Mainstream businesses are launching green initiatives and eco-friendly products in an effort to capitalise on society’s apparent shift toward a more environmental ethic.Most green business efforts essentially are attempts to improve upon traditional products by somehow making them more environmentally benign,through,for example,product re-formulation or increasing its energy ef?ciency.However, environmentalists,especially those in the sustainable consumption movement,want businesses to change their products fundamentally in anticipation of shifting consumer values;and thus consumer demand(Morson2007).Current technological improvements,although contributing to a potential improvement of the immediate situation,are not adequately addressing the problem *Corresponding author.Email:f.j.s.coley@cran?https://www.sodocs.net/doc/a04012618.html,
ISSN0954-4828print/ISSN1466-1837online
?2009Taylor&Francis
DOI:10.1080/09544820802001276
https://www.sodocs.net/doc/a04012618.html,
544F.J.S.Coley and M.Lemon
as a whole,particularly softer issues such as consumer behaviour and servicing products and economies(Mont2006).
The lone ingenious designer,who could do everything by him or herself,is rapidly becom-ing history(Krippendorff2006).Design research suggests that more innovative and sustainable solutions increasingly require the integration of multiple stakeholders with an expansive array of knowledge and expertise.The importance of cross-disciplinary collaborations and partnerships within industry is escalating,driven by the need to address complex problems more systemically from a multitude of perspectives(Hebel2007,Senge1990).Designers,engineers,mechanics, technicians,architects,psychologists,quantitative and qualitative researchers,academics,users and consumers are just some of the stakeholder groups across disciplines that increasingly form these collaborative partnerships.
Partnerships are accompanied by numerous expectations and requirements and a more extensive network of actors,some of whom were never previously regarded as designers,are becoming heavily involved with the actual process of designing.High levels of multi-disciplinary working not only increase levels of complexity(Mankin et al.2004)but also create many more issues and concerns to consider and often they can be con?icting(Howarth and Had?eld2006).Kemp(2007) agrees and suggests that traditionally,industrial design,graphic design,user-interface design, advertising,and so on have been separate disciplines,with a product essentially being handed from one to the other in logical sequence.However,delivering the integrated customer experience demanded today requires a more cooperative and,in many ways,more dif?cult approach. Over the last decade,multiple approaches to design have focused on the development of prod-ucts,services and systems for both improved social and environmental sustainability.It appears however that consensus is lacking with regard to the terminology used to describe these approaches and additionally,the process that the consortium of stakeholders are required to follow.Product service system(Mont2006),solution-oriented partnership(Manzini et al.2004),whole-system design(Hawken et al.1999),highly customised solution(Manzini et al.2004),eco-ef?cient product-service system(Mejcamp2000),sustainable product-service system(Heiskanen and Jalas 2003),integrated solutions(Van Der Zwan2003),advanced industrialisation(Manzini et al.2004), strategic design(Manzini and Vezzoli2003),customer solutions(Cornet et al.2000in Van der Zwan2003)and systemic innovation(Little1987)are just some of the terms that have been coined for projects of a systemic and holistic nature.
As Marxt and Hacklin(2005)emphasise,it is widely accepted in academia and industry that new products or services that are developed on a regular basis are one of the main factors for the sustainable success of companies.Although the fact in itself is clear,the terminology used to describe this professional and academic?eld is manifold.In an attempt to individually distinguish these multiple approaches to the design of more systemic and sustainable solutions,Table1 presents a number of different terms alongside de?nitions taken from literature.
Although the de?nitions within Table1appear to focus on individual aspects of the solution and/or the design process,there is a signi?cant overlap of aims and purpose.Subsequently,it has been identi?ed that there are relatively few studies in the relevant literature which provide a model or guide as to how stakeholders are to embark on such a messy and complex design process.Very little is available for the phase that bridges concept and detailed design,a phase that Ruder and Sobek(2007)term system-level design.
The aim of this paper is to further explore approaches to the design of more systemic and sustainable solutions.More speci?cally,due to the apparent lack of certainty surrounding the design process stakeholders are required to follow,each approach shall be reviewed and compared with reference to the following questions:
?What is the focus of the approach?
?What guidelines are stakeholders given?
Journal of Engineering Design545 Table1.De?nitions of multiple-design approaches taken from literature.
Term De?nition
Product-service system(Manzini and Vezzoli2003)An innovation strategy,shifting the business focus from
designing physical products only to designing a system of
products and services which are jointly capable of ful?lling
speci?c client demands.
Eco-ef?cient PSS(Manzini and Vezzoli2003)When a PSS assists re-orient current unsustainable trends in
production and in consumption practices.
Eco-ef?cient service(Brezet et al.2001)Eco-ef?cient services are systems of products and services
which are developed to cause a minimum environmental
impact with a maximum added value.
Whole-system design(RMI2004)Whole-system design means optimising not just parts but the
entire system...it takes ingenuity,intuition,and teamwork.
Everything must be considered simultaneously and analysed
to reveal mutually advantageous interactions(synergies)as
well as undesirable ones.
Solution-oriented partnership(Manzini2003)A sustainable system of products and services delivered in a
highly effective way by a network of local and global partners
which is able to address speci?cally each given user in its
given context.
Integrated solution(Wise and Baumgartner1999in Van der Zwan2003)Integrated solutions combine products and services into a seamless offering that addresses a pressing customer need.
Advanced industrialised solutions(Manzini2003)Solutions based on collaboration between social players that
give rise to highly contextualised services(services that are
sensitive and appropriate to the speci?c characteristics of the
contexts in which they are provided),which are also equally
effective and ef?cient(able to offer high quality results while
minimising economic and environmental costs).
Customer solutions(Cornet et al.2000in Van der Zwan2003)Typically developed as a combination of products,services,and knowledge,a solution is a supplier’s customised response
to a customer’s pressing business need.It is an innovative construct built on a foundation of cooperation and mutual trust that revolutionises the customer value proposition.
?Does the approach result in more sustainable solutions?
?What is the intended outcome of the approach?
In addressing these questions,a set of common attributes will be sought and tabulated.It will then be determined whether there is value in developing a generic model of best practice for the design of more systemic and sustainable solutions or,alternatively,whether each approach is unique and subsequently requires stakeholders to adapt to a distinctive design process.
2.Multiple approaches to the design of more systemic and sustainable solutions
2.1.Product-service systems
A product service system suggests the need to link hard and soft issues such as technology and sociology,products and services and to view existing environmental problems from a systemic perspective.
(Mont2006)
One of the?rst attempts at formally producing more systemic and sustainable solutions,and so far the most widely researched approach has been product-service systems(PSS)(Baines et al.2007). Environmentalist-driven authors have argued that,unless ways can be found to separate economic growth from environmental pressure,mankind would face near-certain disaster(V on Weizacker et al.1997).Therefore,rather than developing a product to ful?l consumer needs,attention turned to realising?nal customer needs with a focus on sustainability.Authors suggest that not only would
546F.J.S.Coley and M.Lemon
this new perspective address the design of need-ful?lment systems with Factor4–10sustainability improvement but,in doing so,would present the designer with more freedom to create innovative solutions(Schmidt-Bleek1993).
An example of a proposed PSS with a combined solution of products and services was sug-gested by the ESRC Centre for Business Relationships,Accountability,Sustainability and Society (BRASS2006),which argued that in order for the automotive industry to address social,envi-ronmental and economic pressures a radically alternative vision must be adopted.The suggestion of micro factory retailing(MFR)was based around the concept of providing personal mobility, delivered by means of environmentally optimised vehicles.The cars or modules could be mixed and matched according to customer requirements,but all would be based on low customer cost, high labour input,environmentally and socially optimised technologies,as sustainable as can be achieved(Williams2006).Although the case for MFR has its merits,it is unclear how this alternate vision is to be adopted.There is little practical guidance as to how radically innovative concepts such as this are to be introduced into the automotive industry.Furthermore,traditional working environments and deeply rooted values and ethics are just some of the issues that may stand in the way of such radical change.Implementing new concepts into old systems appears to be challenging;often new designs do not succeed without re-addressing the system that it is to live within.
A key attribute of PSS for many authors appears to be the shifting of focus from designing physical products only to designing a system of products and services which,through innovative strategies,are capable of ful?lling speci?c client demands(Manzini and Vezzoli2003).Much of the research surrounding PSS has focused on the internal bene?ts that the approach is thought to provide to business.In a report addressing opportunities for sustainable solutions,conducted by the United Nations Environment Programme(UNEP),it was suggested that PSS is a new concept for business to improve their sustainability performance.The report went on to argue that,as a natural step after efforts to clean up production processes and re-design products,the new approach invites business to shift its focus from selling those products to selling the utility (Manzini and Vezzoli2002).However,it has been more recently acknowledged that the ongoing transition towards service development or service economy increasingly requires the development of partnerships and networks(Christenson2007).The more we move in the direction of offer-ing industrialised solutions instead of single products or services,the more complex the system of actors available to deliver such offers becomes(Krucken and Meroni2006).In fact,to?nd holistic solutions to the issues of modern society,the concept of PSS calls for the development of multi-disciplinary approaches that require inputs from a broad range of disciplines,such as economics,management,environmental studies,sociology,psychology,product design and engi-neering(Mont2006).Subsequently,it appears that future research surrounding PSS would bene?t from focusing on the practical facilitation of cross-disciplinary integration for the development of more sustainable opportunities,rather than addressing internal business strategy alone. Acknowledging that the cohesion of various actors is essential to developing a successful PSS, Morelli(2006)suggests that there are three key stages for a designer to follow:
(1)Work on the identi?cation of the actors in the network on the basis of the de?ned analytical
frameworks;
(2)Work on possible PSS scenarios,verifying use cases,sequences of actions and actors’role,
de?ning the requirements for a PSS and the logical and organisational structure of a PSS;
(3)Work on representation and management tools to represent a PSS in all its components,i.e.
physical elements,logical links and temporal sequences.
Morelli(2003)suggests that,although currently there are no tools in place to aid designers with these steps,other disciplines do in fact utilise methods that could be integrated into the discipline of
Journal of Engineering Design547 design,and PSS in particular.There is,however,no current research that suggests this integration has been carried out or even attempted.
Further to the emphasis placed on actor identi?cation,Bijker(1987)highlights the relevance of the extended network of actors.He views relevant actors as not only those social groups that actively participate in the development of the PSS,but those actors that indirectly participate in such a process and even those that may oppose it.The integration of stakeholders into the design process is becoming ever more crucial for the development of a systemic solution,and due to the complexity of actors involved with the development of a PSS,the designer’s role is having to change.The lone ingenious designer,who could do everything by himself or herself is rapidly becoming history(Krippendorff2006),and designers now need an awareness and understanding of complex and wide-ranging issues when applied to a new product,service or system(Howarth and Had?eld2006).Designers are increasingly required to have additional skills and expertise in methods,management and organisation.There is a signi?cant gap in the literature,however, regarding what these skills are and how the designer is to obtain them.Furthermore,it needs to be acknowledged that designers cannot have all the knowledge and skills necessary for the design of a more sustainable solution.Future research must stop focusing on the individual role of the designer and turn towards the facilitation of numerous actors within the process of design. Although much literature focuses on the bene?ts of PSS,the de?nition of speci?c methodologies to manage some critical aspects of the design process of PSS has rarely been considered in design-related disciplines(Morelli2006).Given this,it is no surprise that a sustainable PSS theory with explanatory and predictive power is still largely absent(Tukker and Tischner2006).Additionally, the transfer of PSS from academia to practice in UK manufacturing?rms is still being attempted (Cook et al.2006).This is necessary not only to move the concept of PSS forward through an improved evaluation of its practical utility,but also to communicate an improved understanding of it to related disciplines.
As previously suggested,a signi?cant aim of a PSS is to develop sustainable solutions(Schmidt-Bleek1993).However,the success of this aim is questionable and has even been described as a ‘myth’(Tukker and Tischner2006).The sustainability-oriented literature has made relatively few attempts to come to a structured visualisation of PSS(Tukkler and Tischner2004).Manzini(2003) suggests that it is generally agreed that PSS does not necessarily lead to sustainable solutions and in fact that some PSS approaches could even generate unwanted side effects.He does however suggest that when a PSS does address current unsustainable trends in production and consumption practices,it is usually referred to as a sustainable or eco-ef?cient PSS.This further categorisation adds to the complexity and confusion surrounding design approaches and,furthermore,begs the question:what is the difference in the approach towards a PSS and an eco-ef?cient PSS?
2.2.Eco-ef?cient PSS
An eco-ef?cient service is a certain product-service mix,which has a higher added value,and a smaller environmental impact compared to a similar product-service mix or a situation in which the activity was not performed at all. (Zaring et al.2001)
Van der Zwan(2003)suggests that terms such as eco-ef?cient PSS,eco-ef?cient services,sus-tainable services and systems and eco-services,although with slightly different meanings,simply stress a particular element of the offering.
From a designer’s perspective,it is suggested that the main difference between a regular PSS and an eco-ef?cient service can be found in the multiple perspectives that are adopted.By pushing the boundaries,extending the actor network and adopting even more potential contexts,there larger is potential for sustainable innovation(Van der Zwan2003).While agreeing with this comment,it can be argued that the consultation of multiple perspectives does not differ signi?cantly from any
548F.J.S.Coley and M.Lemon
other attempt at producing a more sustainable solution.Consequently,it is unclear how a solution produced by this approach would be more sustainable than any other.Manzini and Vezzoli(2003) suggest that the more the notion of whole-system optimisation is broadened(beyond a single product life cycle to an interconnected series of product and service life cycles),the greater the potential for eco-ef?ciency gains.Additionally,the organisation of stake-holder involvement is more complex and could increase the likelihood of failure.However again,as shown in the following example,through the integration of multiple stakeholders the potential for eco-ef?ciency gains is potentially greater.
The Allegrini service proposed a new way of supplying detergents for housekeeping as an eco-ef?cient PSS based on the home delivery distribution of detergents(Manzini and Vezzoli 2003).As both a product(the detergent)and a service(home delivery)the concept focuses on providing:
?added value for the producer by minimising overall packaging costs and postponing the cost of new product manufacture;
?added value for the consumers through an increase in comfort,since the products arrive directly to the home and waste disposal efforts are reduced;
?environmental bene?ts obtained by the optimisation of the distributed process,in terms of both packaging and transportation.
The study does not,however,provide details of how the suggested environmental bene?ts were measured.Unless signi?cant numbers of consumers were to adopt this service,such bene?ts may well be negligible.Furthermore,it is argued that an environmentally friendly solution is ineffective without successful implementation into the surrounding system;the design of practical implementation of a concept should be as important as the design of the concept itself.
As the literature is limited regarding the practical development of an eco-ef?cient PSS,it is dif?cult to identify how the design process would differ from that of a regular PSS.In a study by Van der Zwan(2003),an attempt to identify several commonalities within the process of designing more systemic and sustainable solutions resulted in the following points:
?The customer need is the starting point of the offer;
?The provider is involved throughout the lifecycle;
?They guarantee a certain level of performance;
?They focus on creating added value.
This top-level representation highlights what little work has been carried out within this area. Furthermore,it is still suggested that the environmental implications of introducing eco-ef?cient services are poorly studied(Van der Zwan2003)and that there is so far no conclusive evidence that the use of these services contributes positively to sustainable development(Mont1999).
In a review of eco-ef?cient producer services(EEPS),Bartolomeo et al.(2003)investigated three different typologies of eco-ef?cient services:
?Product-based services
?Electronic substitution services
?Information-based services
The extensive study concluded that there could be no general assumption that services were inher-ently environmentally superior to products.Furthermore,in cases where improved sustainability was reached,only a minority appeared to have been driven by environmental factors.For most, environmental considerations were only stumbled upon‘by accident’(Bartolomeo et al.2003). It is suggested that the current shift towards services in industry is unlikely to lead to radical eco-ef?ciency improvements by its own momentum(Heiskanen and Jalas2003).Instead,researchers
Journal of Engineering Design549 and practitioners are advised to look towards how existing services could be made more sustainable as opposed to developing new ones(Heiskanen and Jalas2003).
It has so far been dif?cult to differentiate between the highlighted approaches,particularly from the perspective of the process that stakeholders are required to follow.One recurring attribute, however,appears to be the intensity of collaboration and integration that is required.The follow-ing section investigates this speci?c collaboration through solution-oriented partnerships(SOP), another approach to the design of more sustainable solutions.
2.3.Solution-oriented partnerships
A sustainable system of products and services delivered in a highly effective way by a network of local and global partners which is able to address speci?cally each given user in its given context.
(Manzini et al.2004)
Morelli(2006)has de?ned an SOP as the partnership that is generated by the convergence of different stakeholders for the generation of the solution within a PSS.He elaborates by sug-gesting that the glue for such a partnership is attractive design solutions based on a mix of material and immaterial components that satisfy the requirements of each of the stakeholders. The SOP approach is included within this review due to its aim of producing a more sustainable solution through the use of collaboration and partnerships,which appears comparable to that of a PSS.
An example of an SOP is La Fiambrera(Lambert et al.2004),which has been documented as part of the highly customised solution(Hics)https://www.sodocs.net/doc/a04012618.html, Fiambrera was a venture which succeeded in providing lunches to two completely different groups of people that shared provision needs.The system creatively and successfully combined economic business interests and the achievement of social bene?ts to provide a highly customised solution to ful?l local needs(Lambert et al.2004). This project is unique as not only does it present evidence of the bene?ts of the approach but also provides details of the complex integration of multiple stakeholders that was undertaken in order to reach a more sustainable solution.
Introducing yet another term to the sustainable solution mix,Manzini et al.(2004)suggest that SOP’s aim,to put forward ideas and useful instruments for the development of solutions, can be described as‘advanced industrialised solutions’.He explains that these solutions are based on collaboration between social players and give rise to highly contextualised services (services that are sensitive and appropriate to the contexts in which they are provided)that are equally effective and ef?cient(able to offer high quality results while minimising economic and environmental costs).
As the name suggests,an SOP rigorously emphasises development of a collaborative partner-ship:the process of building a network of partners,capable of effectively working together to design and deliver a solution is fundamental(Burns and Evans2004).The integration of multiple stakeholders is again a fundamental attribute to this type of solution.
Jegou and Joore(2004)propose that there are four main objectives that an SOP approach should aim to achieve:
(1)Combining stakeholders that would normally not work together such as pro?t and non-pro?t
organisations,multinationals and SMEs,global and local players;
(2)Industrialised solutions based on a global platform of products,services and knowledge
combined with speci?c local solution elements;
(3)Contextualised solutions that are focused on a speci?c user in a speci?c context and that can
be adapted to?t other related contexts of use;
(4)Sustainable solutions that are both pro?table for companies and bene?cial for society.
550F.J.S.Coley and M.Lemon
These objectives highlight the few subtle differences between an SOP and the approaches that have been reviewed.The focus on customisation and the emphasis placed upon local business are new attributes and would require additional skills and abilities of the stakeholders involved. SOP is a relatively recent classi?cation and has only been applied to a limited number of projects.It is,however,one of the few approaches to speci?cally document the role of the designer and provide a small amount of guidance as to how stakeholders should approach the process of providing a more systemic and sustainable solution.
Due to the lack of examples,it is also dif?cult to assess the success of the solution from an environmental perspective.The inclusion of local produce and business is a positive step;however, the emphasis put on customisation raises questions of cost and effort required to ful?l the needs of individual customers.
2.4.Whole-system design
Whole-systems thinkers see wholes instead of parts,interrelationships and patterns,rather than individual things and static snapshots.They seek solutions that simultaneously address multiple problems.
(Anarow et al.2003)
For generations,engineers,scientists and managers prepared themselves to solve complex prob-lems by becoming increasingly specialised and reducing problems to their constituent parts and focusing their attention on each part.As a result,architects design a building,mechanical designers devise its heating system,lighting designers draw up plans for illumination and interior design-ers plan its internal spaces.This separation of design functions and processes often results in inef?cient design,construction delays,oversized heating systems,higher costs and unnecessary environmental impacts(Anarow et al.2003).
A whole-system-design(WSD)approach encourages those involved to regard a problem as a whole system and not just to concentrate on one particular component of that system.Additionally, it recognises that a problem is created by every part of the system in which the problem is embedded,and that the problem can and should be addressed at every level.When developing a solution,the same forces exist and it should be recognised that interventions within a speci?c location will impact throughout the system;this requires understanding and management.Anarow et al.(2003)recognise that the approach focuses on interactions between the elements of a system as a way to understand and change the system itself.Whole-systems thinking pays close attention to incentives and feedback loops within a system as ways to change how a system behaves(Senge 1990).Without this whole-system perspective,crucial impacts between components could be missed,therefore disrupting the system as a whole.
Hawken et al.(1999)are perhaps the?rst authors to begin to outline a whole-system approach from the perspective of the designer.They describe the approach as being a change or shift in design mentality through which designers are required to stop using‘rules of thumb’and to start asking different questions.The WSD approach emphasises the intelligent application of existing technologies and the use of cross-fertilisation to discover innovative ways of applying these technologies to alternative components of a problem.Each time practical limits to innovation seem to be approaching,or even limits imposed by the laws of physics,Hawken et al.(1999) suggest that ways can be devised to evade those limits by re-de?ning the problem.Ways of evading these limits,however,are not suggested and furthermore an approach to the re-de?ning of problems is not proposed.Although it is acknowledged that each design context provides a unique set of problems,it is thought that research into WSD would bene?t from the identi?cation of methods through which to approach these problems.
Authors suggest that understanding the dynamics of a system is integral to the whole-system approach(Gunderson and Holling2002,The Rocky Mountain Institute,RMI2004).The RMI
Journal of Engineering Design551 highlights systems thinking as the method that should be utilised not only to point the way to solutions to particular resource problems,but also to reveal interconnections between problems, which often permits one solution to be leveraged to create many more.An example of where the WSD approach was used successfully is within Walmart stores.Through the use of a char-rette(Lennertz and Lutzenhiser2006),Walmart stores adopted a whole-building-design approach and subsequently implemented natural day lighting within several of their experimental stores through the use of multiple sky lights.Not only did the implementation result in light saving of 300,000kWh a year,but also reduced the energy required to cool the building as lights give off heat,provided an increase in sales due to happier customers and reduced staff turnover due to happier staff.While the charrette was?rst developed for use by architects and speci?cally related to building design,it was easy to visualise how it could be integrated into many other WSD solutions and contexts.Additionally,in the context of this paper,this provides the whole-system approach to design with a unique tool through which designers can learn to develop the skills necessary to develop more holistic solutions.
The concept of WSD is dif?cult for those involved,including designers,but is suggested that a combination of ingenuity,intuition,teamwork and simultaneous consideration of all components will result in the teasing apart of the problem to reveal mutually helpful interactions,allowing the whole system to be optimised and not just individual parts(RMI2004).The identi?cation of further tools and techniques would provide substantial guidance and support to actors embarking on the design of more sustainable solutions in the future.
Although,like other approaches to designing more systemic and sustainable solutions,it has been suggested that WSD could encourage sustainable solutions,the approach does not automat-ically yield sustainable production and consumption systems.Anarow et al.(2003)state however that sustainability cannot be achieved in the absence of whole-systems thinking,a skill that appears to be essential to a designer of more sustainable solutions.
3.Discussion and conclusions
Industry is under increasing pressure to produce innovative solutions which ful?l the rapidly growing needs of contemporary society.This pressure is ever increased by the requirement to adopt a more sustainable approach to the design and manufacture of products and services. This paper has demonstrated the confusion surrounding the multiple approaches to the design of more sustainable solutions due to the numerous de?nitions and interpretations currently being used within the relevant literature.Key approaches have been discussed including PSS,eco-ef?cient PSS,SOP and WSD,with the aim of reviewing each against the questions highlighted in Section1.Table2provides a direct comparison of the reviewed approaches against the pre-selected questions.
From the table it is clear that there are a lot of similarities between the design approaches. Possibly the most obvious characteristic is that ultimately each approach aims to produce a more sustainable solution in the form of a product and/or service.It remains unclear,however,as to how successful each approach is at producing signi?cantly more environmentally sustainable results.This lack of clarity is due to a limitation in the number of examples that exist and a gap in research and/or the literature regarding the analysis of examples that do exist.Future research would bene?t from quanti?able studies exploring and comparing the sustainable quality of the results from these design approaches.It has been suggested,however,that there does not seem to be any way to measure the environmental bene?ts of services in general and,even in speci?c cases,calculations are complex and surrounded by many uncertainties(Heiskanen and Jalas2003).The positive attention and awareness being created by such projects,however,is de?nitely a step forward for industry.Further utilisation of systemic approaches to design should
552F.J.S.Coley and M.Lemon
Table2.A comparison of design approaches.
PSS Eco-ef?cient PSS SOP WSD
What is the focus of the approach?Added value,ful?l-
ment of customer
requirements,
Added customer
and producer
value,sustainable
solutions for wider
contexts
Highly customised
solutions,highly
focused on both the
solution and the
design
Identi?cation of
relationships
between
components of
a system
What guidelines are stakeholders given?Change in focus,
inclusion
of multiple
perspectives
Pushing the bound-
aries,extending the
actor network
Stakeholder involve-
ment,emphasis
on collaboration,
network of partners
Change/shift
in design
mentality,
systemic
thinking,the
use of charrettes
Does the approach result in more sustainable solutions?Unclear Unclear Unclear,positive use
of local produce
and business
Unclear,positive
use of systemic
thinking
What is the intended outcome of the approach?Products and/or
services
Products and/or
services
Products and/or
services,part-
nership between
local business and
globalisation
Products and/or
services
place even greater emphasis on environmental concerns,and again designers would bene?t from tools,techniques and methods to aid them with this challenge.
The reviewed approaches appear to be divided in their emphasis between a solution-oriented approach and a process-oriented approach.Through use of the term‘service’,PSS immediately appear to con?ne the desired outcome to the design of‘a system of products and services’(Manzini and Vezzoli2003).In comparison,SOP and WSD primarily offer a process-oriented approach. The terms‘partnership’and‘whole system’provide an indication as to the type of approach that is required of the design team and puts no boundary around the intended solution.
It is clear that authors still recognise the role of the designer as crucial to the design,devel-opment and production of more systemic and sustainable solutions.It is also clear,however,that the integration of stakeholders from multiple disciplines is necessary to enable a more holistic and subsequently sustainable solution to be reached.Few studies have been carried out into the integrative process both designers and additional stakeholders within this type of design process Table3.Generic attributes across design approaches.
Attribute Description
Focus Designers are required to adopt a change in design mentality,start asking different
questions and to stop relying on‘rules of thumb’
Design thinking Systemic thinking,seeing the system as a whole,identifying relationships between
the components of a system
Multiple perspectives Inclusion of stakeholders within the design process,identi?cation of actual
consumer requirements,inclusion of the provider throughout the lifecycle Expansive network The development of a network of partners to provide multiple resources and
knowledge
Collaboration Partnerships across disciplines and companies
Context expansion The design of solutions that can be implemented across multiple contexts Customisation and globalisation The design of industrialised solutions based on a global platform which can be
individually customised
System-level innovation Designers are encouraged to develop solutions at system level rather than
introducing incremental changes
Journal of Engineering Design553 should take.It is currently unclear what skills,abilities and experiences actors are required to draw upon and furthermore,tools,techniques and methods to aid the process are extremely limited.
From the review of the literature presented within this paper,it has been possible to identify several attributes that are common to the design approaches explored.These are presented in Table3.The table suggests that an extended framework of these attributes would be a useful tool for a designer,guiding the development of required trans-disciplinary skills to be practised across various contexts.It is thought that by grouping and emphasising different aspects a model of generic attributes would have the potential to be de?ned by and help to de?ne multiple-design problems.Furthermore,it is argued that the development of such a tool should help to address the confusion surrounding the vast array of terminology currently utilised to de?ne design approaches. The main downfall to systemic design approaches is that although academics would like the approaches to be taken up by industry,they struggle to?nd the much needed demonstration projects and pilots to generate suf?cient knowledge and experience(Van der Zwan2003).Future projects utilising these approaches should provide the design-research community with answers regarding the design process,the skills required and also more of an insight into sustainable success.
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多媒体演示文稿的设计与制作
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 多媒体演示文稿的设计与制作 多媒体演示文稿的设计与制作( 初级)策勒县策勒乡托帕学校图尔荪江麦提尼亚孜通过对多媒体演示文稿的设计与制作(初级)课程的学习,我已经掌握了多媒体演示文稿的设计与制作基本知识及制作方法,收获颇多,现就自己的学习谈谈学习体会.一、知识点： 1、创建演示文稿；2、插入多媒体资源；3、多媒体资源的搭配； 4、播放和调用文稿。 二、应用1、PowerPoint 中有多种创建演示文稿的方法，对于一个初学者想要快速制作一个演示文稿可以根据内容提示向导创建演示文稿。 内容提示向导是创建演示文稿最快捷的一种方式，在内容提示向导的引导下，不仅能帮助使用者完成演示文稿相关格式的设置，而且还帮助使用者输入演示文稿的主要内容。 2、在多媒体演示文稿的页面中插入有关的文本、图片等多媒体资源需以下几个步骤： 选择要插入的多媒体资源；调整插入对象的位置和大小；3、（1）配色方案： 配色方案就是由多媒体演示文稿软件预先设计的能够应用于幻灯片中的背景、文本和标题等对象的一套均衡搭配的颜色。 通过配色方案，使多媒体演示文稿色彩绚丽，多呈现的内容更加生动，进行配色时需完成以下几个步骤： 1 / 3
选择配色方案；应用配色方案；（2）利用版式搭配多媒体资源：版式是PowerPoint2003 软件中的一种常规排版的格式，通过幻灯片版式的应用可以对文字、图片等等更加合理简洁完成布局，通常PowerPoint2003 中已经内置文字版式、内容版式等版式类型供使用者使用，利用版式可以轻松完成幻灯片制作和运用。 运用版式搭配多媒体资源需要以下几个步骤： 选择版式；应用版式；（3）、图形组合： 图形组合是 PowerPoint 软件中的一种图形处理功能，可以将多个独立的形状组合成一个图形对象，然后对组合后的图形对象进行移动、修改大小等操作，操作步骤如下： 选择图形；组合图形；4、播放和调用文稿： （1）、自定义播放： 由于一个演示文稿中可能有很多张幻灯片，有些时候我们不需要全部播放出来，这时就需要对演示文稿中的幻灯片设置自定义播放。 自定义播放演示文稿需以下几步： 选择要播放的演示文稿；设置自定义播放；（2）、打包演示文稿：演示文稿制作完成后，往往不是在一台计算机上播放，有时会出现演示文稿中所插入的视音频等资源不能顺利播放的情况。 如张老师把在家做好的演示文稿拿到教室播放，在排除连线、播放软件问题等因素后，演示文稿中插入的资源仍不能播放，请教计算机老师后，计算机老师建议可以通过以下两种方式解决：打包演示文稿；用 U 盘把 PowerPoint 中的所有资源拷到教室重
多媒体演示文稿的设计与制作学习心得体会
多媒体演示文稿的设计与制作学习心得体会 杨保政 作为一名小学数学年教师，我对教学媒体和资源总是充满了兴趣。在上课的时候，我更喜欢利用多媒体，来引导学生学习新知识。但有的时候上课的效果却不尽如人意。这次能参加全员培训中我学到制作演示文稿的时候，清新的ppt 演示，实用的制作技巧，让我眼前一亮，制作攻略更是让我热血沸腾，我终于认识到了我以前为什么很用心的制作PPT，但是效果却不好的原因了，那就是没有人会对着密密麻麻的知识点感兴趣的，不由得想到了初中时候的自己，和他们不是一样的吗？ 在本次培训中制作演示文档的部分，我对它进行了简单的总结： 攻略一：少即是多：每页一个主题；巧用备注栏；字少图大；提炼关键词句。呆板无趣的知识点会让学生们昏昏欲睡，如果将知识点精炼再加上图片会提升学生学习的兴趣，而且也减轻了学生的负担，让他们在快乐中获取知识。甚至在PPT中我可以恰当使用高桥法，醒目的字眼跃然眼帘，再不用老师来反复强调这是重点啊重点啊！ 攻略二：：换位思考：文字不小于24号；及时回顾总结；文字和背景反差鲜明；从学生的角度来思考一堂课的教授方
法，没有那么多过目不忘的学生，怎么讲课才能使学生印象深刻呢？看来我要在这方面多下功夫了。 攻略三：逻辑清晰：顺序播放；逻辑主线简明；格式一致；思想要点图表化。 攻略四：形象表达：适当运用全图型PPT；图表图形化；精心设计封面和目录；用声音烘托气氛。一幅好图胜过一千句话，无关的美景干扰主题；过多的插图分散注意；过于复杂的画面增加认知负荷；插图与背景混杂 攻略五：动静结合：控制长度；加快速度；明确目的；聚焦内容 在本次学习中，有一句话令我印象深刻，一堂课是否精彩，关键是教师而不是工具！是啊，无论ppt做得多么华丽，内容是多么深刻。但是一堂课的精彩与否，还是得靠教师来把握，路漫漫其修远兮，吾将上下而求索！
多媒体演示文稿的设计与制作学习心得体会
多媒体演示文稿的设计 与制作学习心得体会 This model paper was revised by LINDA on December 15, 2012.
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性、技术性于一体，这样才能最大限度地发挥学习者的潜能，强化教学效果，提高教学质量。 在这一次的学习中，我通过对每个章节的仔细学习，才知道平时经常用的ppt有如此强大的教学课件制作功能，可以说我之前所掌握的只是ppt课件制作功能的冰山一角。 在现代教育教学中多媒本技术在教育教学上的运用越来越多，多媒体以它更直观、更灵活、更易让学生理解的特点，使它成为许多教师教学方法的首选。而之前我只是对ppt课件的制作有一点认识，通过教师深入浅出的讲解和鲜活的实例，让我对ppt课件有了更深的认识，在今后的课件制作方面，我会把所学的制作技能运用其中，制作出更加实用、高效的教学课件。 通过学习，使我更加深刻地了解了多媒体课件制作的方法及技巧，认识到多媒体课件制作为教师专业化的成长提供了一个平台，同时也让我明确了本次学习的目标、内容、使自己由传统化教师向现代化教师发展。 张三
5.演示文稿设计与制作
第5章演示文稿设计与制作 第1节认识演示文稿第1课时（共2课时） 一、教学目标： 1、知识与技能： （1）掌握“ wps演示”的启动和退出方法 （2）了解“ wps演示”窗口的组成和使用 （3）初步掌握“ wps ”基本操作 2、过程与方法：通过观看、欣赏“ WPS演示”范例作品，激发学习兴趣，结合任务认识“WPS 演示”的窗口，掌握标题幻灯片的制作方法，在实践过程中达成技能的形成。 3、情感态度与价值观：知道“ WPS演示”是一种展示、汇报工具软件，知道能用“WPS 演示”制作一些作品来展示自己的风采、想法等，感受信息技术的魅力和价值。 二、教学重点： 知道演示文稿的编辑 三、教学难点： 演示文稿的编辑 四、教学方法： 任务探究，体验学习，实验学习 五、教学过程： （一）情境导入 同学们，大家好！今天老师带了件礼品给大家，想看看吗？看完后请你说一说看到了什 么？听到了什么？ 师向学生展示介绍学校的演示文稿。 刚才老师向大家展示的作品是一个演示文稿，它可以将文字、图片、视频和音乐等素材 整合起来。演示文稿在我们的生活中用处可大啦，如产品介绍、自我介绍、辅助教学等。制 作这样的作品，需要专业的软件，你知道有哪些软件可以制作演示文稿呢？今天向大家介绍一款专门用于制作演示文稿的软件一一“WPS演示”。 今天这节课我们就一起来认识“ WPS演示”软件。（板书：第5章第1节认识演示文稿）（二）、新授 自主学习： 1、一个完整的演示文稿一般由___________________________________________________ 构成。 2、演示文稿中包含的素材一般有_________________________________________________ 等。 3、演示文稿的设计包括__________________________ 。 合作探究： 1、任务一：新建演示文稿 学生自学，打开“ wps演示”窗口，新建一个“ wps演示”文档。 2、任务二：新建“封面标题页” 下面我们来新建第一页幻灯片。 单击右侧的“版式”按键，打开“幻灯片版式”任务空格，在“母版版式”中选择“空 白” 3、任务三：插入字标题 插入“中国元素”艺术字 4、任务四：插入背景图片 插入“中国元素背景 1 ”并设置“叠放次序”为“置于底层”
多媒体演示文稿的设计与制作
多媒体演示文稿的设计与制作 ——基于网络环境下任务驱动教学单元教学案例设计 山西省运城市康杰中学赵红冰 【课时安排】8课时 【年级】高一年级 【学习目标】 ◆知识与技能： ①掌握多媒体演示文稿中幻灯片的基本制作方法。 ②熟练掌握幻灯片的自定义动画、幻灯片切换、放映方式等设置。 ③掌握多种媒体的插入方法与超级链接设置。 ④能够对幻灯片进行打包并解包放映。 ⑤能够利用多种途径搜集表现主题所需要的多媒体素材，并能进行筛选规类。 ⑥能利用网络教学软件提交作业。 ◆过程与方法： ①通过作品的制作过程提高学生综合处理多种媒体技术的能力。 ②通过幻灯片版面的整体布局和设计以及背景、色彩的搭配提高学生的艺术表现力和审美能力。 ③通过创建超级链接培养学生对作品的控制能力和交互能力。 ◆情感态度与价值观： ①图文声像并茂，激发学生学习兴趣。 ②友好的交互环境，调动学生积极参与。 ③丰富的信息资源，扩大学生知识面。 ④超文本结构组织信息，提供多种学习路径。 【学习重点】 确定主题并围绕主题搜集、筛选、分类整理素材。 幻灯片版面的设计与布局。 【学习难点】 色彩的搭配与风格的统一、独特。 【学习平台】 基于互联网的多媒体网络教室. 【学习方法】 基于“任务驱动教学方法”下的自主、协作、探究、创新的学习方法。 一、任务设计 （一）、任务描述： 学习完PowerPoint办公软件，我们已了解了这是一个集多种媒体的演示性文稿，通过多媒体的组合可以对主题的表达更形象、生动、丰富多彩。请同学们利用已掌握的制作演示文稿的多种技术来表达一个主题，制作出图文并茂、形象生动的电子演示文稿。 （二）、任务要求： 1、主题要求 自由命题：主题鲜明、内容健康，富有个性。 可参考以下方向： 宣传科普知识或环保知识；介绍本地区旅游资源；介绍本校风貌；介绍本班情况；
多媒体演示文稿的设计与制作学习心得体会
多媒体演示文稿的设计与制作学习心得体会通过这次培训学习，使我进一步地掌握了制作和应用ppt等网络教学的知识和技能，增长了见识，理论水平、操作水平也有所提高。基本上掌握多媒体教学演示文稿的制作方法，这次培训学习心得体会如下： 一、知识点： 这次培训学习主要有以下几个方面内容： （一）创建演示文稿 （二）插入多媒体资源 （三）多媒体资源搭配 （四）播放和调试文稿 二、内容呈现： 1.创建课件页 （1）新建文稿 启动PowerPoint，在"新建演示文稿"对话框中选择"空演示文稿"。 （2）选择版式 默认的是“标题幻灯片”。课根据自己的需要进行选择； （3）输入文本 选择"插入"菜单中"文本框"中"文本框"命令后，在编辑区拖动鼠标，绘出文本框，然后输入相应文字或者粘贴上你所需要的文字。 （4）格式化文本 与其它字处理软件（如WORD）相似 （5）调整文本位置 通过调整文本框的位置来调整文本的位置。先选中要调整的文本框，使其边框上出现8个控制点，然后根据需要拖动控制点，文本框随之改变大小。当鼠标指针放在文本框边上的任何不是控制点的位置时，鼠标指针附带十字箭头，这时拖动鼠标可调整文本框的位置。 通过调整文本框的位置来调整文本的位置。先选中要调整的文本框，使其边框上出现8个控制点，然后根据需要拖动控制点，文本框随之改变大小。当鼠标指针放在文本框边上的任何不是控制点的位置时，鼠标指针附带十字 箭头，这时拖动鼠标可调整文本框的位置。
2、编排与修改 2.1 插入图片 （1）选择"插入"-"图片"，选取合适的图片，然后单击"插入"按钮。 2.2 选取模板 单击"格式"菜单中的"幻灯片设计…"命令，选择合适的模板，也可在幻灯片上单击右键，通过快捷菜单选择"幻灯片…"命令。 2.3 应用背景 如果不想对课件页添加模板，而只是希望有一个背景颜色或者是图片，可以单击"格式"菜单中的"背景"命令，在"背景"对话框中，打开下拉列表框，或单击"其他颜色…"选择合适的颜色，也可以选择"填充效果" 2．4影片、声音 执行“文件——插入——影片和声音”选择文件中的影片或者文件中的声音进行操作，为了防止课件到拷贝其他电脑无法获取文件，可将声音或影片文件与幻灯片文件放在同一文件夹下 三、学以致用： 1、PowerPoint中有多种创建演示文稿的方法，对于一个初学者想要快速制作一个演示文稿可以根据内容提示向导创建演示文稿。“内容提示向导”是创建演示文稿最快捷的一种方式，在“内容提示向导”的引导下，不仅能帮助使用者完成演示文稿相关格式的设置，而且还帮助使用者输入演示文稿的主要内容。 2、在多媒体演示文稿的页面中插入有关的文本、图片等多媒体资源需以下几个步骤：选择要插入的多媒体资源；调整插入对象的位置和大小； 3、（1）配色方案：配色方案就是由多媒体演示文稿软件预先设计的能够应用于幻灯片中的背景、文本和标题等对象的一套均衡搭配的颜色。通过配色方案，使多媒体演示文稿色彩绚丽，多呈现的内容更加生动，进行配色时需完成以下几个步骤：选择配色方案；应用配色方案；（2）利用版式搭配多媒体资源：版式是PowerPoint2003软件中的一种常规排版的格式，通过幻灯片版式的应用可以对文字、图片等等更加合理简洁完成布局，通常PowerPoint2003中已经内置文字版式、内容版式等版式类型供使用者使用，利用版式可以轻松完成幻灯片制作和运用。运用版式搭配多媒体资源需要以下几个步骤：选择版式；应用版式；（3）、图形组合：图形组合是PowerPoint软件中的一种图形处理功能，可以将多个独
(完整word版)多媒体演示文稿的设计与制作学习心得
多媒体演示文稿的设计与制作 学习心得体会 最近参加了Powerpoint2010培训，学到了很多的ppt制作相关理论和ppt课件制作技巧，真是受益匪浅。对我们教师来说，PowerPoint课件是最早接触的。利用PowerPoint 可以创建出非常漂亮的幻灯片文稿，这些幻灯片中既可以有文字，还可以包含图画、表格、统计图表、组织结构图，甚至可以有声音、乐曲和动画效果，还可以为这些幻灯片设计出统一或不同的背景。 利用PowerPoint可通过各种形式放映幻灯片，既可以在完全没有人工干预的情况下自动放映，也可以由使用者手工控制播放，可以令每张幻灯片从不同的角度，以不同的方式切入到屏幕上，使得放映效果生动有趣。这次培训，主要学习了在Powerpoint基础操作、基本编辑、音、视频处理、演示文稿中动画的设置，设置不同的背景，艺术字与自选图形，表格等。通过培训我对制作课件有了新的认识，制作课件既要讲究精美又要讲究实用。不同的制作软件具有不同的特点，在制作课件时，应根据需要选择合适的制作软件。制作课件是一个艰苦的创作过程，优秀的课件应融教育性、科学性、艺术性、技术性于一体，这样才能最大限度地发挥学习者的潜能，强化教学效果，提高教学质量。在这一次的学习中，我通过对每个章节的仔细学习，才知道平时经常用的
ppt有如此强大的教学课件制作功能，可以说我之前所掌握的只是ppt课件制作功能的冰山一角。现代教育教育多媒本技术在教育教学上的运用越来越多，多媒体以它更直观、更灵活、更易让学生理解的特点，使它成为许多教师教学方法的首选。而之前我只是对ppt课件的制作有一点认识，通过教师深入浅出的讲解和鲜活的实例，让我对ppt课件有了更深的认识，在今后的课件制作方面，我会把所学的制作技能运用其中，制作出更加实用、高效的教学课件。 通过学习，使我更加深刻地了解了多媒体课件制作的方法及技巧，认识到多媒体课件制作为教师专业化的成长提供了一个平台，同时也让我明确了本次学习的目标、内容、使自己由传统化教师向现代化教师发展。
《多媒体演示文稿的设计与制作》学习心得
《多媒体演示文稿的设计与制作（初级）》学习心得最近参加了多媒体演示文稿的设计与制作的学习培训，学到了很多的ppt制作相关理论和ppt课件制作技巧，真是受益匪浅。 对我们教师来说，PowerPoint课件是最早接触的。利用PowerPoint可以创建出非常漂亮的幻灯片文稿，这些幻灯片中既可以有文字，还可以包含图画、表格、统计图表、组织结构图，甚至可以有声音、乐曲和动画效果，还可以为这些幻灯片设计出统一或不同的背景。 利用PowerPoint可通过各种形式放映幻灯片，既可以在完全没有人工干预的情况下自动放映，也可以由使用者手工控制播放，可以令每张幻灯片从不同的角度，以不同的方式切入到屏幕上，使得放映效果生动有趣。这次培训，主要学习了在Powerpoint基础操作、基本编辑、音、视频处理、演示文稿中动画的设置，设置不同的背景，艺术字与自选图形，表格等。通过培训我对制作课件有了新的认识，制作课件既要讲究精美又要讲究实用。不同的制作软件具有不同的特点，在制作课件时，应根据需要选择合适的制作软件。制作课件是一个艰苦的创作过程，优秀的课件应融教育性、科学性、艺术性、技术性于一体，这样才能最大限度地发挥学习者的潜能，强化教学效果，提高教学质量。在这一次的学习中，我通过对每个章节的仔细学习，才知道平时经常用的 ppt有如此强大的教学课件制作功能，可以说我之前所掌握的只是ppt课件制作功能的冰山一角。现代教育教育多媒本技术在教育教学上的运用越来越多，多媒体以它更直观、更灵活、更易让学生理解的特点，使它成为许多教师教学方法的首选。而之前我只是对ppt课件的制作有一点认识，通过教师深入浅出的讲解和鲜活的实例，让我对ppt课件有了更深的认识，在今后的课件制作方面，我会把所学的制作技能运用其中，制作出更加实用、高效的教学课件。 通过学习，使我更加深刻地了解了多媒体课件制作的方法及技巧，认识到多媒体课件制作为教师专业化的成长提供了一个平台，同时也让我明确了本次学习的目标、内容、使自己由传统化教师向现代化教师发展。我还有很多不懂的，继续学习，继续努力。 虞城高中杨金华
演示文稿设计与制作主题说明认证材料 演示文稿设计与制作
第 5 章演示文稿设计与制作 第 1 节认识演示文稿第 1 课时（共 2 课时） 一、教学目标： 1、知识与技能： （1）掌握“wps 演示”的启动和退出方法 （2）了解“wps 演示”窗口的组成和使用 （3）初步掌握“wps”基本操作 2、过程与方法：通过观看、欣赏“WPS 演示”范例作品，激发学习兴趣，结合任务认识“WPS 演示”的窗口，掌握标题幻灯片的制作方法，在实践过程中达成技能的形成。 3、情感态度与价值观：知道“WPS 演示”是一种展示、汇报工具软件，知道能用 “WPS 演示”制作一些作品来展示自己的风采、想法等，感受信息技术的魅力和价值。 二、教学重点： 知道演示文稿的编辑 三、教学难点： 演示文稿的编辑 四、教学方法： 任务探究，体验学习，实验学习 五、教学过程： （一）情境导入 同学们，大家好！今天老师带了件礼品给大家，想看看吗？看完后请你说一说看到了 什么？听到了什么？ 师向学生展示介绍学校的演示文稿。 刚才老师向大家展示的作品是一个演示文稿，它可以将文字、图片、视频和音乐等素 材整合起来。演示文稿在我们的生活中用处可大啦，如产品介绍、自我介绍、辅助教学等。制作这样的作品，需要专业的软件，你知道有哪些软件可以制作演示文稿呢？今天向大家 介绍一款专门用于制作演示文稿的软件——“WPS演示”。 今天这节课我们就一起来认识“WPS演示”软件。（板书：第5章第1节认识演示文稿） （二）、新授 自主学习： 1、一个完整的演示文稿一般由______________________________________________构成。 2、演示文稿中包含的素材一般有___________________________________________等。 3、演示文稿的设计包括________________________。 合作探究： 1、任务一：新建演示文稿 学生自学，打开“wps 演示”窗口，新建一个“wps 演示”文档。 2、任务二：新建“封面标题页” 下面我们来新建第一页幻灯片。 单击右侧的“版式”按键，打开“幻灯片版式”任务空格，在“母版版式”中选择“空 白…… 3、任务三：插入字标题 插入“中国元素”艺术字 4、任务四：插入背景图片
5.演示文稿设计与制作
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（4）掌握自己设计模板的方法。 2.过程与方法 （1）学会设计自己的模板。 （2）熟悉制作多媒体演示文稿的方法。 3.情感态度与价值观 （1）通过小组合作制作自己的模板，增强同学的组织能力和团队合作意识。（2）通过学生亲自提高电脑操作水平并且激发学生学习的兴趣。 （3）通过作品展示，增强学生的审美意识，激发学生的求知欲。 四、教学重难点 1.教学重点 （1）熟练掌握制作幻灯片的基本操作。 （2）学会应用设计幻灯片模板。 2.教学难点 （1）幻灯片制作的合理布局。 （2）有创意的设计小组主题的幻灯片。 五、教法与学法的设计 1.教法设计 （1）多媒体演示法，学生提前预习本节课的内容，已经有充分的基础知识准备。教师快速的应用多媒体形象直观的演示多媒体演示文稿的制作，解决预习中遇到的问题。 （2）启发教学，创设问题情境，使学生在教师的启发下通过对问题情境的分析，从而理解和解决问题。 （3）任务驱动法，学生分小组完成任务，激发学习兴趣，提高实践操作能力和合作学新能力。 2.学法设计 （1）协作学习法，以学生为中心，小组协作完成任务，对小组完成的作品欣赏评价，进一步巩固所学知识且提高了欣赏评价能力。
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点，然后根据需要拖动控制点，文本框随之改变大小。当鼠标指针放在文本框边上的任何不是控制点的位置时，鼠标指针附带十字 箭头，这时拖动鼠标可调整文本框的位置。 2、编排与修改 2. 1插入图片 (1)选择〃插入〃-〃图片〃，选取合适的图片，然后单击〃插入〃按钮。 2. 2选取模板 单击〃格式〃菜单中的〃幻灯片设计，〃命令，选择合适的模板，也可在幻灯片上单击右键， 通过快捷菜单选择〃幻灯片，〃命令。 2.3应用背景 如果不想对课件页添加模板，而只是希望有一个背景颜色或者是图片，可以单击〃格式〃菜单中的〃背景〃命令，在〃背景〃对话框中，打开下拉列表框，或单击〃其他颜色，〃选择合适的颜色，也可以选择〃填充效果〃 2. 4影片、声音 执行“文件一一插入一一影片和声音”选择文件中的影片或者文件中的声音进行操作，为了防止课件到拷贝其他电脑无法获取文件，可将声音或影片文件与幻灯片文件放在同一文件夹下 三、学以致用： 1、PowerPoint中有多种创建演示文稿的方法，对于一个初学者想要快速制作一个演示文稿可以根据内容提示向导创建演示文稿。“内容提示向导”是创建演示文稿最快捷的一种方式，在“内容提示向导”的引导下，不仅能帮助使用者完成演示文稿相关格式的设置，而且还帮助使用者输入演示文稿的主要内容。 2、在多媒体演示文稿的页面中插入有关的文本、图片等多媒体资源需以下几个步骤：选择要插入的多媒体资源；调整插入对象的位置和大小； 3、(1)配色方案：配色方案就是由多媒体演示文稿软件预先设计的能够应用于幻灯片中的背景、文本和标题等对象的一套均衡搭配的颜色。通过配色方案，使多媒体演示文稿色彩绚丽，多呈现的内容更加生动，进行配色时需完成以下几个步骤：选择配色方案；应用配色方案；(2)利用版式搭配多媒体资源：版式是PowerPoint2003软件中的一种常规排版的格式，通过幻灯片版式的应用可以
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3、（1）配色方案：配色方案就是由多媒体演示文稿软件预先设计的能够应用于幻灯片中的背景、文本和标题等对象的一套均衡搭配的颜色。通过配色方案，使多媒体演示文稿色彩绚丽，多呈现的内容更加生动，进行配色时需完成以下几个步骤：选择配色方案；应用配色方案；（2）利用版式搭配多媒体资源：版式是PowerPoint2003软件中的一种常规排版的格式，通过幻灯片版式的应用可以对文字、图片等等更加合理简洁完成布局，通常PowerPoint2003中已经内置文字版式、内容版式等版式类型供使用者使用，利用版式可以轻松完成幻灯片制作和运用。运用版式搭配多媒体资源需要以下几个步骤：选择版式；应用版式；（3）、图形组合：图形组合是PowerPoint 软件中的一种图形处理功能，可以将多个独立的形状组合成一个图形对象，然后对组合后的图形对象进行移动、修改大小等操作，操作步骤如下：选择图形；组合图形； 4、播放和调用文稿：（1）、自定义播放：由于一个演示文稿中可能有很多张幻灯片，有些时候我们不需要全部播放出来，这时就需要对演示文稿中的幻灯片设置自定义播放。自定义播放演示文稿需以下几步：选择要播放的演示文稿；设置自定义播放；（2）、打包演示文稿：演示文稿制作完成后，往往不是在一台计算机上播放，有时会出现演示文稿中所插入的视音频等资源不能顺利播放的情况。如张老师把在家做好的演示文稿拿到教室播放，在排除连线、播放软件问题等因素后，演示文
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围绕A3演示文稿设计与制作的文本阅读心得体会
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式、内容版式等版式类型供使用者使用，利用版式可以轻松完成幻灯片制作和运用。 （3）、图形组合：图形组合是PowerPoint软件中的一种图形处理功能，可以将多个独立的形状组合成一个图形对象，然后对组合后的图形对象进行移动、修改大小等操作，操作步骤如下：选择图形；组合图形； 4、播放和调用文稿： （1）、自定义播放：由于一个演示文稿中可能有很多张幻灯片，有些时候我们不需要全部播放出来，这时就需要对演示文稿中的幻灯片设置自定义播放。 （2）、打包演示文稿：演示文稿制作完成后，往往不是在一台计算机上播放，有时会出现演示文稿中所插入的视音频等资源不能顺利播放的情况，可以通过打包演示文稿；用U盘把PowerPoint中的所有资源拷到教室重新做链接的方式解决； （3）、PowerPoint放映格式：我们一般都习惯将多媒体演示文稿保存为默认的演示文稿格式，其实还有很多保存格式可供我们选择。 三、内容呈现 PowerPoint课件是最早接触的。利用PowerPoint可以创建出非常漂亮的幻灯片文稿，这些幻灯片中既可以有文字，还可以包含图画、表格、统计图表、组织结构图，甚至可以有声音、乐曲和动画效果，还可以为这些幻灯片设计出统一或不同的背景。利用PowerPoint可通过各种形式放映幻灯片，既可以在完全没有人工干预的情况下自动
《多媒体演示文稿的设计与制作(初级)》学习心得学习
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